Written Answers Nos. 243-260
243. Deputy Pearse Doherty asked the Minister for Education and Skills when it is anticipated that the review of the DEIS programme will be formally completed; if further details are available regarding the process by which additional schools may be considered for inclusion to the programme; and if he will make a statement on the matter. [26603/16]
Amharc ar fhreagraA process to review DEIS - the Action Plan for Educational Inclusion which began last year is nearing completion and I have already announced my intention to publish a new Action Plan before the end of this year.
The review is looking at all aspects of DEIS, including the range and impact of different elements of the School Support Programme, particularly the scope for increased integration of services provided by other Departments and Agencies, in order to improve effectiveness.
Also under consideration is the development of a new assessment framework using centrally held CSO and DES data for the identification of schools for inclusion in a new programme to tackle educational disadvantage. The number of schools to be included in the programme will be determined by this proposed new identification process which will assess all schools in the country, including those not currently participating in DEIS.
It is envisaged that actions arising from a new Action Plan for Educational Inclusion plan will be implemented in the 2017 /2018 school year.
244. Deputy Joan Burton asked the Minister for Education and Skills if his attention has been drawn to and if he recognises the significant barrier the €600 fee being charged for a PLC course (details supplied) and that these third level students are unable to apply for a SUSI grant; and if he will make a statement on the matter. [26619/16]
Amharc ar fhreagraThe setting of course fees is a matter for the individual course provider, and the relevant Education and Training Board which manages the school. However, I understand that certain categories of participants are exempt from paying fees such as full medical card holders in their own right and their dependent children; those who are eligible under the student grant scheme; and those in receipt of the BTEA or Vocational Training Opportunities Scheme (VTOS) allowances.
The college has advised my Department that the fee charged for the specific course in question covers items such as examination fees, student services, insurance and a sports kit which becomes the participant's personal property after completion of the course.
The student grant scheme, administered by SUSI, provides maintenance grants to PLC students who meet the prescribed conditions of funding, including those relating to nationality, residency, previous academic attainment and means. Students who meet these conditions can apply to SUSI for financial support.
245. Deputy Mattie McGrath asked the Minister for Education and Skills the reason a person (details supplied) does not have a special needs assistant as required; and if he will make a statement on the matter. [26655/16]
Amharc ar fhreagraThe National Council for Special Education (NCSE), which is an independent statutory agency, is responsible, through its network of Special Educational Needs Organisers (SENOs), for processing applications from schools for special educational needs supports, including SNA support.
Responsibility for deciding on the quantum of educational supports and resources to be allocated to schools to support individual pupils rests with the NCSE. The NCSE allocates SNA support to schools in accordance with the criteria set out in my Department's Circular 0030/2014, which is available on my Department's website at: www.education.ie, in order that students who have care needs can access SNA support as and when it is needed.
Where a school wishes to appeal the SNA support allocation which has been made to them, they may do so through the NCSE appeal process, details of which are set out at www.ncse.ie. The option to invoke the NCSE appeals process is open to the school attended by the child in question. All schools have the contact details of their local SENO. Contact details are also available on the NCSE website at: www.ncse.ie.
The local SENO is available to discuss any concerns that parents have about the present or future educational needs of their child.
As the Deputy may be aware, the Government publicly announced its decision of 14 June 2016 to increase the number of Special Needs Assistant (SNA) posts available for allocation in schools by 860 posts. Also, in keeping with the recommendation of the Focused Policy Assessment, the Government also agreed that the SNA scheme would be comprehensively assessed.
In line with the provisions of Section 20(j) of the Education of Persons with Special Educational Needs Act, 2004, I have requested the NCSE to lead a comprehensive assessment of the SNA scheme, in consultation with other relevant Departments and State Agencies, including the National Disability Authority (NDA). My officials have also asked the NCSE to ensure that bodies representing the interests of SNAs are also fully consulted in this process.
The NCSE has already commenced work in preparation for the assessment and it is expected that with the necessary research and comprehensive consultation it is envisaged that the review would be substantially finalised by the summer of 2017.
As the question to which the Deputy refers relates to an individual child, the matter has been referred to the NCSE for direct reply.
246. Deputy Michael Healy-Rae asked the Minister for Education and Skills if he will examine the case of a person (details supplied) attending a special needs school and resolve the issue; and if he will make a statement on the matter. [26658/16]
Amharc ar fhreagraSchool transport is a significant operation managed by Bus Éireann on behalf of the Department. During the 2015/16 school year in the region of 114,000 children, including some 10,000 children with special educational needs, were transported in approximately 4,000 vehicles on a daily basis to primary and post-primary schools throughout the country covering over 100 million km annually. In general, children with special educational needs are eligible for school transport if they are attending the nearest recognised mainstream or special school that is or can be resourced, to meet their special educational needs under Department of Education and Skills criteria. Eligibility is determined following consultation with the National Council for Special Education through its network of Special Education Needs Organisers (SENO). In this case, it has been reported that the school referred to by Deputy does not represent the nearest school to the home of the child referred to by the Deputy that is or can be resourced to meet his special educational needs under Department of Education and Skills criteria. The child mentioned in this case is therefore not eligible for school transport or school transport grant to the school referred to under the terms of the school transport scheme. The terms of the School Transport Scheme for Children with Special Educational Needs are applied equitably on a national basis.
247. Deputy Róisín Shortall asked the Minister for Education and Skills the number of secondary schools operating book rental schemes by county, in tabular form; and the efforts made by his Department to encourage the uptake of such schemes. [26660/16]
Amharc ar fhreagraThe most recent figures available at second level indicate that 65% of second level schools operate book rental schemes.
The following table gives a breakdown of the number of post-primary schools per county that provide a School Book Rental Scheme.
In relation to supporting book rental schemes, my Department provides funding that provides assistance for books for students in all recognised post-primary schools within the Free Education Scheme. The arrangements in relation to this scheme are set out in Circular 0046/2013 which is published on my Department’s website.
"Guidelines for Developing Textbook Rental Schemes in Schools" were launched by my Department in 2013. These Guidelines provide practical advice to primary and post-primary schools on how rental schemes can be established and operated. The aim of the Guidelines is to help as many schools as possible to start such book rental programmes. A special "Guide for Parents" was also published, to inform them of how the schemes operate and how parents can help schools to establish and run them.
The Government has just launched the first Action Plan for Education aimed at making the Irish education and training service the best in Europe by 2026. This plan, which incorporates my Department's Strategy Statement as well as the Action Plan of Education outlines hundreds of actions to be implemented across 2016-2019. One of the actions as part of the plan is to strengthen the focus on reducing school costs for parents by increasing the financial support for book rental schemes, in order to reduce/eliminate school book costs for parents as resources permit.
Post Primary Schools by County that have Book Rental Scheme
|
County |
Schools with book rental |
|
Carlow |
10 |
|
Cavan |
9 |
|
Clare |
11 |
|
Cork |
53 |
|
Donegal |
20 |
|
Dublin |
71 |
|
Galway |
42 |
|
Kerry |
21 |
|
Kildare |
11 |
|
Kilkenny |
8 |
|
Laois |
6 |
|
Leitrim |
7 |
|
Limerick |
13 |
|
Longford |
7 |
|
Louth |
12 |
|
Mayo |
18 |
|
Meath |
17 |
|
Monaghan |
11 |
|
Offaly |
10 |
|
Roscommon |
3 |
|
Sligo |
9 |
|
Tipperary |
23 |
|
Waterford |
7 |
|
Westmeath |
12 |
|
Wexford |
13 |
|
Wicklow |
12 |
248. Deputy Róisín Shortall asked the Minister for Education and Skills if he will provide a list of funding allocations from his Department to an institution (details supplied) in Dublin 9 over each of the past three years; if he will provide details of proposed changes to this years budget as recently indicated by the TES section of his Department; the rationale for these changes; and the implications for existing staff levels and the likely impact on the schools which this centre serves. [26686/16]
Amharc ar fhreagraEducation Centres are independent statutory bodies under Section 37 of the Education Act (1998) and are managed by voluntary Management Committees elected annually and comprised mainly of teachers.
My Department is the main source of funding for Education Centres through direct budget allocations towards administrative staff pay and operating costs. All funds held by Centres are subject to compliance with the general rules governing bodies in the public sector including the Department of Public Expenditure and Reform (DPER) Circular: 13/2014 Management of and Accountability for Grants from Exchequer Funds. My Department has issued comprehensive governance guidelines with which Centres are expected to comply.
The Centre is question was allocated €180,760 in direct core funding and €39,902 towards local course funding in each of the past three years. It received an increase of €18,076 in 2016 towards minor works in the Centre.
In addition, the Centre receives significant funding for hosting and administrating a number of national programmes and from the support services which are funded by my Department for the purpose of designing and delivering continuing professional development courses and other professional support for teachers throughout the country (e.g. support service pay for room hire, photocopying, preparation and checking of travel and subsistence forms). Education Centres also raise funds through local activities and from other organisations.
I wish to inform the Deputy that officials of my Department have been engaging with the Education Centre regarding its funding and have sought a detailed account of its financial position.
In a broader context, my Department has commissioned an independent review of the governance, funding and accountability arrangements for the support services and Education Centres. The review is expected to be completed and a report made available to my Department within three months.
249. Deputy Brendan Griffin asked the Minister for Education and Skills the avenues open to a school community (details supplied) in County Kerry where the school is awaiting funding for urgently required drop-off and collection works to prevent possible serious injury or death occurring; if his Department will treat the school's application as an emergency; and if he will make a statement on the matter. [26689/16]
Amharc ar fhreagraI wish to advise the Deputy that my Department is in receipt of a Category 10 application for external works under the Summer Works Scheme (SWS) (2016 - 2017) from the school to which he refers.
Valid SWS (2016 - 2017) applications from schools in respect of Categories 3 to 10 that were not reached under round one approvals announced on 28 April last, will, subject to the overall availability of funding, qualify to be assessed under future rounds of the Scheme. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be assessed on my Department's website, will continue to apply when allocating funding to such projects. The application from the school in question is available to be considered in this context.
250. Deputy Michael Fitzmaurice asked the Minister for Education and Skills the status of exam papers which have been sent by a person (details supplied) to be rechecked; and if he will make a statement on the matter. [26705/16]
Amharc ar fhreagraThe State Examinations Commission has statutory responsibility for operational matters relating to the certificate examinations. In view of this I have forwarded your query to the State Examinations Commission for direct reply to you.
251. Deputy Brendan Ryan asked the Minister for Education and Skills the reason for the delay in building phase 2 of a college (details supplied); when building works are due to commence; and his views on whether phase 1 is not fit for purpose; and if he will make a statement on the matter. [26744/16]
Amharc ar fhreagraThe building project referred to by the Deputy is at an advanced stage of architectural planning Stage 2(b) - Detailed Design, which involves planning permission, fire certificate and disability access certificate and the completion of tender documents. All statutory approvals have been secured.
Phase 1 of the school was completed in 2013 and the school authority has given my Department no indication that it considers the building be anything other than "fit for purpose".
The second phase of the project provides for a new build to cater for an additional 650 pupils, a Special Needs Unit, a PE Hall with fitness suite and changing facilities and ancillary accommodation including a school library.
The Stage 2(b) report was recently submitted to my Department for review. Once the review is completed my Department will revert to the Design Team and ETB with regard to further progression of the project.
252. Deputy Michael Ring asked the Minister for Education and Skills if a person (details supplied) was entitled to pay over the summer months; and if he will make a statement on the matter. [26749/16]
Amharc ar fhreagraThe person referred to by the Deputy is entitled to summer pay. It will issue on the pay date of 6 October 2016.
253. Deputy Éamon Ó Cuív asked the Minister for Education and Skills the number of eligible and the number of concessionary customers transported each year for specified sub-divisions for each of the years 2010 to 2015 in a number of categories (details supplied); and if he will make a statement on the matter. [26760/16]
Amharc ar fhreagraThe level of detailed information sought by the Deputy is not readily available.
In this regard I have asked Bus Éireann to forward the information directly to the Deputy.
254. Deputy Alan Farrell asked the Minister for Education and Skills the process by which the geographical and school specific decisions are made in relation to the allocation of autism spectrum disorder, ASD, classrooms; and if he will make a statement on the matter. [26770/16]
Amharc ar fhreagraThe Deputy will be aware that this Government is committed to ensuring that all children with Special Educational Needs, including those with autism, can have access to an education appropriate to their needs, preferably in school settings through the primary and post primary school network.
Such placements facilitate access to individualised education programmes which may draw from a range of appropriate educational interventions, delivered by fully qualified professional teachers, with the support of Special Needs Assistants and the appropriate school curriculum.
There are approximately 14,000 students with ASD in the school system, including 63% are educated in mainstream classes, 23% are educated in special classes in mainstream primary and post-primary schools; and 14% are educated in special schools.
In respect of children with ASD who cannot be accommodated in mainstream education, they may be enrolled in special classes or special schools where more intensive and
supportive interventions are provided.
The NCSE, through its network of local Special Educational Needs Organisers (SENOs), is responsible for processing applications from primary and post primary schools for special educational needs supports, including the establishment of special classes in various geographical areas as required. The NCSE operates within my Department's criteria in allocating such support.
Progress in developing this network has been significant and in addition to the special school placements there are currently over 1,000 special classes throughout the country at primary and post primary level of which 762 are for children with Autism.
The NCSE recently published a list of special classes for the 2016/17 school year. In total there will be 1,153 special classes available, which is an increase of over 100% in the number of special classes which were available in 2011, which was 548.
The NCSE has advised that for the current school year there will be 127 early intervention classes, 525 primary ASD classes and 237 post-primary ASD classes, which represents an increase of approximately 16% on 2015/16 classes for children with autism.
The NCSE continues to monitor and review the requirement for special class places in particular areas and has capacity to establish such new special classes where necessary subject to the willingness of schools to open classes.
Details of all special classes for children with special educational needs, including classes for children with autism, are available on www.ncse.ie in county order, with new classes identified.
255. Deputy Brendan Griffin asked the Minister for Education and Skills the status of a case (details supplied); and if he will make a statement on the matter. [26776/16]
Amharc ar fhreagraI wish to advise the Deputy that my Department is in receipt of a Category 5 application for improvement works under the Summer Works Scheme (SWS) (2016 - 2017) from the school to which he refers.
Valid SWS (2016 - 2017) applications from schools in respect of Categories 3 to 10 that were not reached under round one approvals announced on 28 April last, will, subject to the overall availability of funding, qualify to be assessed under future rounds of the Scheme. If this arises, the terms and conditions of the scheme as outlined in Circular Letter (0055/2015), which may be assessed on my Department's website, will continue to apply when allocating funding to such projects. The application from the school in question is available to be considered in this context.
In the meantime, the school may use its minor works grant to carry out the works in full or on a phased basis as that grant permits if the school considers them to be a priority.
256. Deputy Alan Farrell asked the Minister for Education and Skills the position regarding the denial of the qualification allowance to teachers who had taken a break from their college registration and became re-registered in the period prior to the introduction of Circular 0008/2013; the legal basis upon which his Department does this, given that Circular 0008/2013 is the first to specify these registration conditions and taking into account the Circulars 70/2011 and 0003/2012 do not specify such conditions but merely state that teachers who were undertaking courses will be considered in the context of the public service-wide review by the Department of Public Expenditure and Reform; his views on whether the implementation of these requirements upon teachers who were taking courses, and had been both de-registered and re-registered during their course, prior to Circular 0008/2013 is retrospective application and therefore should not be allowed; and if he will make a statement on the matter. [26780/16]
Amharc ar fhreagraSection 24 of the Education Act (as amended) sets out the role of the Minister in relation to the employment of staff in schools who are paid from funds provided by the Oireachtas. Under Section 24(3) of the Education Act, the Minister is authorised, in conjunction with the Minister for Public Expenditure and Reform, to determine the terms and conditions of employment for teachers, and other staff of a school, who are paid out of monies provided by the Oireachtas. The Minister has the authority to set the rates of pay in the first instance and determine the qualifying criteria to be applied in order to obtain a particular rate of pay.
A number of Budget decisions were taken in recent years in relation to the pay of teachers and public servants generally due to the worsening financial circumstances of the State. Circulars 70/2011 and 0003/2012 set out the position regarding qualification allowances pending the completion of the public service wide review of allowances. Circular 70/2011 which issued on 16 December 2011 stated:
“Existing teachers will not be paid any additional allowance where they acquire any further qualification on or after 5 December 2011.
The position of teachers who, on 5 December 2011, were undertaking courses will be considered in the context of the public service-wide review of allowances announced in Budget 2012 which is to be led by the Department of Public Expenditure and Reform.”
Circular 0003/2012 which issued on 31 January 2012 stated:
“Pending the outcome of the review by the Department of Public Expenditure and Reform, allowances are not payable to new beneficiaries; i.e. those who become eligible for receipt of the allowance in question on or after 1 February 2012.”
In light of these two circulars those teachers who were actively undertaking courses on 5 December 2011 should have had no expectation that they would receive an additional qualification allowance on completion of that course of study.
Following the completion of the review of allowances, Department of Education and Skills issued Circular 0008/2013 on 25 January 2013. Paragraph 12 of Circular 0008/2013 states:-
“[W]hereas at 5 December 2011, a teacher in employment on that date and eligible for receipt of a qualification allowance in respect of the post they held on that date, was actively undertaking a course of further study leading to an additional qualification, provided that the teacher does not cease to be a registered student on that course before its completion. Such individuals may apply to the Department/VEC as appropriate for a derogation from the general position within 3 months of the date of receipt of the award.”
Thus an exception was put in place for those teachers who were actively undertaking a course on 5 December 2011, in employment on that date and who did not cease to be a registered student on that course before its completion .
257. Deputy Clare Daly asked the Minister for Education and Skills if commencement of phase 2 of the construction of a school (details supplied) can be brought forward to ensure that students will not be sitting for exams in an overcrowded school building; and if he will make a statement on the matter. [26781/16]
Amharc ar fhreagraThe building project referred to by the Deputy is at an advanced stage of architectural planning Stage 2(b) - Detailed Design, which involves planning permission, fire certificate and disability access certificate and the completion of tender documents. All statutory approvals have been secured.
The second phase of the project provides for a new build to cater for an additional 650 pupils, a Special Needs Unit, a PE Hall with fitness suite and changing facilities and ancillary accommodation including a school library.
The Stage 2(b) report was recently submitted to my Department for review. Once the review is completed my Department will revert to the Design Team and ETB with regard to the timeline for further progression of the project.
258. Deputy Brendan Ryan asked the Minister for Education and Skills the number of second level schools which provide transition year as an option as opposed to the overall number of schools here, in tabular form; and if he will make a statement on the matter. [26786/16]
Amharc ar fhreagraThe information requested by the Deputy is as follows for 2015/16 school year which is the most recent year for which information is available.
|
Schools |
Amount |
|
Number of recognised post-primary schools |
735 |
|
Number of schools who returned students enrolled in transition year |
622 |
259. Deputy Brendan Ryan asked the Minister for Education and Skills the number of second level schools which provide transition year as a compulsory option for all of its students; and if he will make a statement on the matter. [26787/16]
Amharc ar fhreagraThe Transition Year is available to all second level schools but it is the board of management of each individual school that decides whether to offer the programme and if offered it decides on the number of places available to students on such programmes, depending on available resources. If offered, it also decides whether it is optional or compulsory for its students.
My Department does not have information on which schools have decided to make Transition Year compulsory for all of their students.
260. Deputy Micheál Martin asked the Minister for Education and Skills if he has been briefed regarding concerns within the higher education system in respect of Ireland's falling ranking in the area of high performance computing; the investments by his Department in this area over the past ten years; his plans to address concerns that Ireland's research infrastructure is being undermined by underperformance in this area; and if he will make a statement on the matter. [26801/16]
Amharc ar fhreagraHigh Performance Computing (HPC) services include the provision and support of high-end computing resources, data analytics, education and training services to industry and higher education institutions. Globally, supercomputers are playing an ever increasing and critically important role in a wide range of computationally intensive tasks in various fields of relevance to cloud technologies, big data, materials research, healthcare, climate research, weather forecasting, oil and gas exploration amongst others.
Ireland is committed to establishing a world-class research environment characterised by world-class research outputs, populated by researchers of excellence working within a world-class research infrastructure. Ensuring access to high performance computing (HPC) for computational scientists is integral to the achievement of this overall vision.
Recent data from our higher education system shows that as a whole it has performed very strongly in recent years in terms of graduate output from ICT related programmes. Eurostat data for 2012 shows Ireland as having the highest percentage of students studying science, maths and computing in the EU. Since 2012, ICT graduate numbers have continued to increase with output from ICT related programmes at levels 8 to 10 increasing from 2,362 in 2012 to 3,341 in 2014.
The Irish Centre for High-End Computing (ICHEC) is the national High-Performance Computing Centre in Ireland. Established in 2005, ICHEC operates the national HPC service providing computer resources and software expertise for the research community through collaborative partnerships and programmes of education. Other universities, such as Trinity College Dublin, University College Dublin and the Tyndall National Institute at University College Cork also possess HPC expertise and facilities.
Following a national review in 2012 of HPC facilities and capacity in Ireland and following consideration of the resulting report, the Department of Education and Skills and the Department of Jobs, Enterprise and Innovation agreed that they would jointly provide core funding to ICHEC to enable it to continue to provide this important service nationally. The joint-funding from both Departments amounted to €1.4 million annually over the period 2013 to 2015 - €700,000 from each Department. For 2016 both Departments agreed to increase their level of funding to a total allocation of €1.8 million, and will increase to €2 million in 2017.
A summary of the joint DJEI- DES funding made to ICHEC since 2013 is as follows:
|
2013 |
2014 |
2015 |
2016 |
Total |
|
€1.4m |
€1.4m |
€1.4m |
€1.8m |
€6m |
The core funding provided by the two Departments leverages approximately twice this funding in competitive awards from agencies such as Enterprise Ireland and Science Foundation Ireland, from industry and from EU research programmes.
In addition to this funding, and under its Research Infrastructure Call, Science Foundation Ireland (SFI) provided funding of €3.7 million towards the purchase of a new supercomputer for ICHEC. This funding was made to ICHEC in 2013. I understand that ICHEC has submitted an application for additional capital investment in HPC facilities under a recent SFI Research Infrastructure Call and that its application is in the final stages of review.
The Department of Jobs, Enterprise and Innovation is presently evaluating continued membership of the European PRACE HPC programme, which would enable Irish Researchers to access the biggest HPC systems in Europe on a competitive basis and access supercomputing and data analysis resources to help drive discoveries and new developments in all areas of science from fundamental research through to applied sciences including mathematics and computer sciences.
